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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
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Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning
Lisa Thomas1, Sue Bennett1, Lori Lockyer2
1a University of Wollongong , Australia.
Medical Teacher
|January 30, 2016
Summary
Integrating self-regulated learning (SRL) support into problem-based learning (PBL) medical curricula enhances students' cognitive and metacognitive skills. This approach boosts confidence and control over learning, crucial for independent professional development.
Area of Science:
- Medical Education
- Cognitive Science
- Learning Sciences
Background:
- Problem-based learning (PBL) is key for developing independent medical learners.
- Self-regulated learning (SRL) skills are vital for PBL success and lifelong professional practice.
- SRL skill development is often overlooked in PBL curricula.
Purpose of the Study:
- To investigate the outcomes of embedding SRL support within a PBL medical curriculum.
- To assess the impact of SRL support on student learning and confidence.
Main Methods:
- Designed, delivered, and tested SRL support within a graduate-entry MBBS program.
- Intervention included concept mapping and goal-setting activities.
- Utilized a mixed-methods approach with case studies from seven students.
Main Results:
- Students actively engaging with SRL support showed increased cognitive and metacognitive functioning.
- Participants reported enhanced confidence and control over their learning approaches.
- The study provides evidence for effective integration of SRL support in PBL.
Conclusions:
- Embedded SRL support positively impacts medical students' learning processes in PBL.
- This integration fosters essential skills for self-directed professional development.
- Findings offer a model for enhancing SRL within medical education.
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